Thinking about Computational Thinking: Lessons from Education Research

Computational thinking (CT) is a means to help learners engage in authentic disciplinary and problem-solving practices of computer science (CS). For CS classrooms, CT is considered "thinking like a computer scientist". CT is believed to be an important learning goal of introductory CS in addition to CS concepts and programming. Despite the growing attention on CT in K-12 CS education, there is lingering confusion on the what and how of CT, and CT's relationship to coding and CS. Education research on disciplinary thinking skills in science and mathematics education can provide guidance for teaching and learning of CT. For example, (a) The shift in emphasis on disciplinary thinking helps focus on deeper conceptual understanding rather than rote learning of knowledge and facts. Hence thinking like a scientist, or mathematician, historian or computer scientist, draws attention to authentic practices of those disciplines. (b) Thinking skills are best taught in context. Therefore, CT should be taught in CS classrooms or integrated into learning of other subjects rather than taught as a separate skill or subject. (c) Even if there is no transfer beyond the context in which they are taught, a focus on thinking skills helps in deeper conceptual learning; (d) Like critical or creative thinking, CT should be integrated into other subjects to enrich learning. Research on meaningful technology integration across subjects provides useful frameworks to inform CT integration efforts. This talk aims to productively move the discourse on CT toward concrete ideas for K-12 educators, researchers, and curricular designers.